Abstract

Despite recent efforts to increase the participation of women in advanced educational training and high-status professional fields, women and men are still concentrated in different occupations and educational programs, and women are still underrepresented in many high-status occupational fields—particularly those associated with physical science, engineering, and applied mathematics. Many factors, ranging from outright discrimination to the processes associated with gender role socialization, contribute to these gendered patterns of educational and occupational choices. This paper summarizes a set of social and psychological factors that Eccles and her colleagues have been studying for the past 15 years in an effort to understand the occupational and educational choices of women and men. The paper summarizes the key features of the theoretical model they developed and provides an overview of the empirical support now available for key aspects of this model. The implications of this model for understanding the link between gender roles and gendered educational and occupational decisions are discussed.